Academic work

Post-doctoral Research & Teaching:

  • Stacey Bliss is currently a SSHRC Post-doctoral Research Fellow (2019-2021) at the University of Regina in the Faculty of Media, Arts, and Performance (MAP).
  • Her research project is titled: Improvised Soundscapes Toward Beloved Community and a Curriculum of Sound: A Sonic Ethnography of Gong Master-Teachers
  • This study explores “What is going on?” in Gong teachers’ spaces and how Gong may afford social and environmental transformations as well as inform curriculum.
  • Course designed & taught @ the University of Regina: Faculty of MAP – Meditation and Art
  • Course designing for 2021 @ the University of Regina: Faculty of MAP – Social Justice and the Contemplative Arts
  • Course taught @ York University, Faculty of Education: Literacy and Culture

Dissertation & Teaching:

  • In 2019, she earned a SSHRC-funded PhD from the Faculty of Education at York University in Toronto, Canada. Her project was a multinational ethnographic study of teachers of contemplative practices in Chile, Canada, and India.
  • She explored how mindfulness-based practices and meditation are social practices and a type of socially situated literacy. She continues to query possibilities in what she terms “post-spatial literacy” – reading self, others, and contextual environments. (Article forthcoming)
  • Her primary research questions included: How can mindfulness-based practices (such as meditation and yoga) be understood as socially situated literacy, and what role can these practices play in transforming knowledge of individualized selves into interconnectedness with others?
  • Course taught at York University: EDUC 3600 – Literacy and Culture

Notable Publications:

Book Chapters:

Bliss, S. & Fowler, T.A. (in press for 2020). Self and others in beloved community: Toward living with dissonant harmony. In T.A. Fowler & W.S. Allen (Eds.), Duoethnographic encounters: Opening spaces for difficult dialogues in times of uncertainty. DOI Press Inc.

Bliss, S. (2020). Tuning out of this world: Silence and mantra at an urban ashram in Zygmunt Bauman’s liquid modernity. In W. Gershon and P. Appelbaum (Eds.), Sonic studies in educational foundations: Echoes, reverberations, silences, noise. Routledge.

Peer-reviewed Articles:

Bliss, S. (accepted for 2021). The (un)mindful autoethnographer: Caring for an elder-parent during crisis. Journal of Autoethnography (2)3.

Bliss, S.A. (in progress). Curriculum in a new movement: Mindfully moving beyond proxemics – Toward interconnectivity and post-spatial literacy.

Bliss, S.A. (2018). Tuning out of this world: Silence and mantra at an urban ashram in Zygmunt Bauman’s liquid modernity. Educational Studies – Special Issue ‘Echoes, Reverberations, Silences, and Noise: Sonic Possibilities in Education’ (54)4, 448-464. PDFhere

Bliss, S.A. (2017). Exploring shunyata (emptiness) and the cultivation of mindful practices: Educators finding their zero-point balance. Childhood Education (93)2, 114-118. PDFhere

Book Review:

Bliss, S.A. and Husband, M. (2017). Sexuality in school: The limits of education – Book Review. McGill Journal of Education (52)3, 805-808. Link to the Review

Conference Proceedings:

Bliss, S.A. (2016) Possibilities in transformative learning: Facing radically passive teachers including artwork, the breath, and shunyata (emptiness). Transformative Learning Network Conference, Tacoma, WA.

Oral Papers and Workshops at Conferences:


  • The (Un)Mindful Autoethnographer: Taking Care of a Parent. International Association of Autoethnography and Narrative Inquiry: Doing Autoethnography Conference, St. Petersburg, Florida, USA.


  • Heightened Awareness Through Improvisational Soundscapes. UBC Colloquium 2019: Agile Futures – Approaching Improvisation, Western Front, Vancouver, Canada.
  • Recasting Mindfulness-based Practices as a Spatial Model of Socially Situated Literacy: An Ethnography of Meditation and Yoga Teachers in Chile, Canada, and India. CSSE (Canadian Society for the Study of Education), UBC, Vancouver, Canada.
  • Internal Environment as First Learning and Teaching Environment. AERA (American Educational Research Association) in Toronto, Canada. Presentation alongside York University Education colleagues in a panel entitled: Deconstructing Knowledge in Post Truth Learning Environments, Toronto, Canada.
  • Querying Sound and Silence as ‘Resonant Literacy’. Rosa Bruno-Jofre Symposium in Education: Beyond Themes, Queen’s University, Kingston, Canada.
  • Embodied Learning with Sound and Silence: The Body as a Resonant Gong (The Body as an Instrument). Provoking Curriculum Conference, University of Regina, Regina, Canada.


  • Engaging Our Internal Hum and Using Our Voices as Instruments of Change. Teaching in Focus Conference, York University, Toronto, Canada.
  • First Interiority, Then Exteriority: Recasting Mindfulness-based Practices as a Contemplative Model of Socially Situated Literacy. AERA (American Educational Research Association), New York, New York, USA.


  • ‘Tricked’ and ‘Trumped’ by the Lack of Difficult Phenomena in Picturebooks: Querying Disasters and Death. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, Ohio, USA.
  • Tuning Out of This World: Silence and Mantra in Zygmunt Bauman’s Liquid Modernity. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, Ohio, USA.
  • The (Un)Mindful Welcome of Unexpected Others and Difficult Phenomena in Picturebooks. IRSCL Congress (International Research Society for Children’s Literature), York University, Toronto, Canada.
  • Learning Through a Levinasian Facing of Artwork and Shunyata (Emptiness). CSSE Congress (Canadian Society for the Study of Education), Ryerson University, Toronto, Canada.
  • Embodied Curriculum of Sound: Using Our Breath, Voices, and Silence to Create Peaceful Internal and External Environments. Eight Biennial Provoking Curriculum Conference, McGill University, Montreal, Canada.


  • Possibilities in Transformative Learning: Facing Radically Passive Teachers Including Artwork, the Breath, and Shunyata (Emptiness). Transformative Learning Network Conference, Pacific Lutheran University, Tacoma, Washington, USA.
  • Enhancing Well-Being in Just 3 Minutes: Implementing Mindful Practices. York Centre for Education and Community Summer Institute, York University, Toronto, Canada.
  • Just 3 Minutes: Implementing Meditation in the Classroom. Teaching in Focus Conference, York University, Toronto, Canada.


  • Living in the Ampersand: A Response to the NFB Documentary ‘Living in the Hyphen’. York Graduate Students in Education Conference, York University, Toronto, Canada.
  • Digital Capital and Identity in ESL Students. York Graduate Students in Education Conference, York University, Toronto, Canada.

Research Fellowships & Internships:

  • SSHRC (Social Sciences and Humanities Research Council of Canada) Post-doctoral Research Fellowship, 2019-2021
  • Kenneth and Sylvia Marantz Fellowship for Picturebook Research, Kent State University, Ohio, U.S.A., 2017
  • Research Internship: Knowledge Mobilization Unit, Faculty of Graduate Studies, & Community Partner (Kundalini Yoga Wellness & Health Association), York University, Toronto, Canada, 2017